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Successful teacher preparation programs provide learning experiences that help teacher candidates make the shift from “student” to “teacher.” In this paper we present research on the implementation of a process for providing candidates such experiences. Utilizing the Mathematics as Teacher Heuristic (MATH) process, prospective high school mathematics teachers explore rich problems by solving the task, analyzing samples of student work, designing a solution key, and modifying the task. We use their engagement in these explorations and reflections on the process to analyse the development of candidates’ Content Knowledge and Pedagogical Content Knowledge.